Abstract
BackgroundInternet education is increasingly provided to health professionals, but little is known about the most effective strategies for delivering the content. The purpose of this study is to compare four strategies for delivering an Internet-based (e-) curriculum on clinicians' knowledge (K), confidence (CONF), and communication (COMM) about herbs and other dietary supplements (HDS).MethodsThis national randomized 2 × 2 factorial trial included physicians, pharmacists, nurses, nutritionists and trainees in these fields. Participants were randomly assigned to one of four curriculum delivery strategies for 40 brief modules about HDS: a) delivering four (4) modules weekly over ten (10) weeks by email (drip-push); b) modules accessible on web site with 4 reminders weekly for 10 weeks (drip-pull); c) 40 modules delivered within 4 days by email (bolus-push); and d) 40 modules available on the Internet with one email informing participants of availability (bolus-pull).ResultsOf the 1,267 enrollees, 25% were male; the average age was 40 years. The completion rate was 62%, without significant differences between delivery groups. There were statistically significant improvements in K, CONF and COMM scores after the course (P<0.001 for all), although the difference in COMM was small. There were no significant differences in any of the three outcomes by delivery strategy, but outcomes were better for those who paid for continuing education credit.ConclusionAll delivery strategies tested similarly improved K, CONF, COMM scores about HDS. Educators can use the strategy that is most convenient without diminishing effectiveness. Additional curricula may be necessary to make substantial changes in clinicians' communication practices.
Highlights
Internet education is increasingly provided to health professionals, but little is known about the most effective strategies for delivering the content
Fewer than half of patients who use herbs and other dietary supplements (HDS) typically discuss it with their clinician [2], in part because clinicians do not consistently inquire and in part because patients do not perceive health care professionals as knowledgeable about HDS [3]
There were no significant differences at baseline among the four different curriculum delivery groups by age; gender; profession; race; ethnicity; geographic location; personal use of HDS; self-appraisal of computer knowledge; or baseline scores on K, CONF or COMM practices, indicating that randomization resulted in equivalent groups (Table 1)
Summary
Internet education is increasingly provided to health professionals, but little is known about the most effective strategies for delivering the content. The purpose of this study is to compare four strategies for delivering an Internet-based (e-) curriculum on clinicians' knowledge (K), confidence (CONF), and communication (COMM) about herbs and other dietary supplements (HDS). Herbs and dietary supplements (HDS) are the most commonly used complementary or alternative medical (CAM) commodities in the US [1]. Fewer than half of patients who use HDS typically discuss it with their clinician [2], in part because clinicians do not consistently inquire and in part because patients do not perceive health care professionals as knowledgeable about HDS [3]. Project web site) on clinicians' and trainees' K, CONF and COMM practices regarding HDS
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